College of San Mateo
Course Outline
New Course
X Update/No change
X Course Revision (Minor)
Course Revision (Major)
Department: ESL
Date: August 1, 2010
Number: 846
Course Title: Conversation for Non-Native Speakers II
Units: 3.0
Total Semester Hours: Lecture: 48.0 Lab:0 Homework:80.0 By Arrangement:16.0 Length of Course
X
Semester-long
Short course (Number of weeks
)
Open entry/Open exit
Grading
Letter
X
Pass/No Pass
Grade Option (letter or Pass/No Pass)
Faculty Load Credit (To be completed by Division Office; show calculations.):
Lecture hours per week X number of weeks = FLCs 3 X 16 = 3 FLCs
16
16
1.
Prerequisite (Attach Enrollment Limitation Validation Form.)
N/A
2.
Corequisite (Attach Enrollment Limitation Validation Form.)
N/A
3.
Recommended Preparation (Attach Enrollment Validation Form.)
ESL 845 with Pass (or appropriate skill level as indicated by placement tests and
other measures). Students are strongly advised to enroll concurrently in ESL
826 or higher course and ESL 856 or higher course. (See attached Enrollment
Validation Form A.)
4.
Catalog Description (Include prerequisites/corequisites/recommended preparation.
For format, please see model course outline.)
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ESL 846 CONVERSATION FOR NON-NATIVE SPEAKERS II
(Pass/No Pass) Minimum of 48 lecture hours plus 16 lab hours by arrangement per semester.
Recommended preparation: Successful completion of ESL 845 or appropriate skill level as
indicated by placement tests and other measures. Students are strongly advised to enroll
concurrently in ESL 826 or higher course and ESL 856 or higher course. Practice in lowintermediate level listening and speaking skills on a variety of personal and academic topics.
(Units do not apply toward AA/AS degree.)
5.
Class Schedule Description (Include prerequisites/corequisites/recommended
preparation. For format, please see model course outline.)
Practice in low-intermediate-level listening and speaking skills on a variety of personal and
academic topics. Plus one hour by arrangement per week for a minimum of 16 hours by
arrangement per semester. Recommended preparation: Successsful completion of ESL 845 or
appropriate skill level as indicated by placement tests and other measures. Students are strongly
advised to enroll concurrently in ESL 826 or higher course and ESL 856 or higher course.
Pass/No Pass. (Units do not apply toward AA/AS degree.)
6.
Student Learning Outcomes (Identify 1-6 expected learner outcomes using active
verbs.)
Upon successful completion of the course, the student will be able to:
SPEAKING:
* Converse about a variety of personal topics using low-intermediate level
vocabulary and expressions and at a low-intermediate level of fluency.
LISTENING:
* Listen to and demonstrate understanding of main ideas and
details in low-intermediate-level conversations and/or mini-academic lectures.
PRESENTATION:* Make a brief presentation about a personal topic using lowintermediate-level grammar, vocabulary, organization, and pronouncing clearly
enough to be understood by an attentive speaker of English.
VOCABULARY: *Demonstrate understanding and/or use of level-appropriate English vocabulary.
7.
Course Objectives (Identify specific teaching objectives detailing course content
and activities.
For some courses, the course objectives will be the same as the student learning
outcomes. In this case, “Same as Student Learning Outcomes” is appropriate here.)
Same as Student Learning Outcomes.
Page 2 of 20
8.
Course Content (Brief but complete topical outline of the course that includes major
subject areas [1-2 pages]. Should reflect all course objectives listed above. In
addition, a sample course syllabus with timeline may be attached.)
I.
Speaking SLO Skills: Converse about a variety of personal topics using lowintermediate level vocabulary and expressions and at a low-intermediate level of
fluency.
A. Language Functions and Grammar in Context (May include but are not limited to the
following:)
*Introductions, asking and re-phrasing questions, asking for and giving directions, stating
opinions, agreeing and disagreeing, giving suggestions
* using appropriate grammatical/speaking structures, including basic verb tenses and adjectives
and adverbs.
B. Context for Conversations/Discussions (Topics may include but are not limited to the
following:)
* Personal interests; past experiences; future goals; favorite movies; books, activities;
educational experiences; culture shock.
C. Pronunciation Skills (May include but are not limited to the following:)
* stress, intonation, troublesome consonants/clusters/dipthongs
II.
Listening SLO Skills: Listen to and demonstrate understanding
of main ideas and details in low- intermediate-level conversations and/or mini
academic lectures.
A. Conversational Listening
Listening topics may include personal and academic topics discussed in conversations
B. Academic Listening
Listening to short academic lectures of 5 – 10 minutes
For both kinds of listening tasks, the process should include all of the following steps:
*Pre-Listening Activities: Discussion Questions, Topic Preview, Vocabulary Preview
* Listening Activities: Listen to a conversation and/or academic lecture
* Comprehension Activities: Answer questions regarding the main ideas and details
* Note-taking Activities: Complete an outline of the academic lecture (for academic listening
only, not conversational listening)
III.
Presentation SLO Skills: Make a brief presentation about a personal topic using
low- intermediate-level grammar, vocabulary, organization, and pronouncing clearly
enough to be understood by an attentive speaker of English.
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A. Presentation Skills (This includes Speaking SLO skills listed above and delivery and
organization.)
* basic delivery skills (eye contact, volume, posture, gestures, confidence)
* organization (simple beginning, middle, end)
* content (addresses prompt, gives details)
*level-appropriate vocabulary and grammar
* clear-enough pronunciation to be understood by an attentive native speaker of English
IV.
Vocabulary SLO Skills: Demonstrate understanding and/or use of levelappropriate English vocabulary.
A. Vocabulary
* level-appropriate words/idioms are based on selected topics listed in Part IB. (Topics may
include personal interests; past experiences; future goals; favorite movies; books; activities;
past, present, and future educational experiences; culture shock.)
NOTE: A “Sample” Course Syllabus with timeline, Chart of Teaching Points for all four
Conversation levels, and Rubrics are attached.
9.
Representative Instructional Methods (Describe instructor-initiated teaching
strategies that will assist students in meeting course objectives. Describe out-ofclass assignments, required reading and writing assignments, and methods for
teaching critical thinking skills. If hours by arrangement are required, please
indicate the additional instructional activity which will be provided during these
hours, where the activity will take place, and how the activity will be supervised.)
Teaching strategies that will assist students in meeting course objectives listed above
include but are not limited to the following:
1. Activating student schema on the topic that will be discussed
2. Introducing vocabulary that will be used in discussion (Vocabulary should be introduced in
context.)
3. Discussing the main ideas and details of a topic
4. Introducing language functions that will be used in discussion
5. Practicing language functions in context in class (i.e. discussion of the topics/role plays)
Out-of-class assignments:
1. Reading of material relevant to the topics that will be discussed in class
2. Determining the meaning of vocabulary words in preparation for listening activities
3. Writing out conversations prior to practicing and/or role playing in class
4. Preparing presentations
5. Listening to academic lectures and answering comprehension questions and filling in notes
(i.e. a lab lecture)
6. Interviewing/conversing with classmates and/or native speakers of English (i.e.
Conversation Partner Activities)
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In-class assignments/activities:
1. Participating in conversations and discussions
a. Practicing pronunciation (i.e. stress, intonation, troublesome consonants/clusters/dipthongs)
b. Practicing language functions in pairs or in small groups (i.e. introductions, asking for and
giving directions, stating opinions, agreeing and disagreeing, giving suggestions, etc.)
c. Role-playing contextualized situations
d. Discussing mini-academic lab lectures
2. Listening to authentic conversations, news segments, songs, TV shows, poems, and/or
lectures (i.e. Northstar Listening and Speaking 2 CDs)
3. Making presentations on selected topics covered in class
4. Evaluating presenters on strengths and weaknesses of their presentations
5. Taking quizzes on textbook topics-vocabulary, listening, and language functions
6. Taking quizzes on lab assignments (if listening practice is done as a lab activity)
Hour by Arrangement activities are conducted in the Reading and ESL Center and supervised
by a faculty member. The activities may include any combination of the following for a total of
16 or more semester hours:
1. Conversation Practice
a. Individual Meetings with a faculty or staff member on a variety of speaking topics
b. Small Group Conversation Circles on various topics (these are directed by a
lab instructor/staff)
c. Conversation Partners (discussion between two students who do not speak the same native
language)
2. Listening Activities
a. Note-taking and listening practice using mini academic lectures
(may include answering comprehension questions, main ideas, and/or details)
b. Individual Listening Practice (listening and watching a video series and taking tests to
assess comprehension-i.e. Connect w/English video program)
3. Pronunciation Activities
a. computer-based pronunciation lessons, exercises and quizzes (i.e. - Pronunciation Power)
b. Poem, Song or TV/Movie Speech Study (the student mimics a native-speaker model
practice and recites/records his/her rendition of the poem, song or passage)
4. Vocabulary Activities
a. Practice/exercises using contextualized vocabulary related to low-intermediate-level
speaking and listening situations
10.
Representative Methods of Evaluation (Describe measurement of student progress
toward course objectives. Courses with required writing component and/or problemsolving emphasis must reflect critical thinking component. If skills class, then applied
skills.)
Methods of evaluation may include but are not limited to:
 participation in class activities (to engage students in conversations/discussions)
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




homework assignments (to practice vocabulary related to topics, grammar or language
functions related to topics, or lab assignments)
listening and written quizzes (to test mastery of vocabulary, academic lectures [if used as
lab work], and/or language/grammar functions)
presentations (to evaluate ability to organize and present ideas clearly, use vocabulary in
context)
discussions in class (to evaluate ability to use appropriate language functions and
vocabulary in an oral context)
a final exam (to validate listening, speaking, and vocabulary mastery)
A possible measurement of students' progress toward course objectives is as follows:





Participation/Class Activities
Homework and HBA (lab)
Quizzes
Presentations
Final exam
10%
20%
30%
20%
20%
The Final Exam should represent at least 20% of a student’s grade and assess each of
the course SLOs.
11.
Representative Text Materials (With few exceptions, texts need to be current.
Include publication dates.)
A. Textbooks
1. Northstar 2: Listening and Speaking, 3rd edition by Laurie Frazier and Robin Mills,
Pearson/Longman, 2009 (ISBN 978-0-13-240988-9)
2. Tapestry Listening and Speaking 2, 2nd edition by Pamela Hartman and Mary M. Gill,
Heinle, 2000 (ISBN 978-0-83-840016-6)
B. Lab Books
1. Contemporary Topics 1: Intermediate Listening and Note-Taking Skills, 2nd or 3rd
edition by Ellen Kissinger, Pearson Education, 2002/2009.
2. Connect with English: Video Comprehension Book 2, by Michael Berman,
McGrawHill, 1998. (Available in the RESL Center)
Prepared by:
Amy Sobel
(Signature) Amy Sobel
Email address:
sobel@smccd.edu
Page 6 of 20
Submission Date:
August 20, 2010
SAMPLE COURSE SYLLABUS WITH LAB ASSIGNMENTS AND TIMELINE BELOW :
Instructor: Office: Office phone: E‐mail: Office hours: AMY SOBEL Building 15, Room 146 (650)574‐6696 sobel@smccd.edu Mondays, Wednesdays and Fridays 9:10 – 10:00 Mondays and Fridays 1:45 – 2:00 Tuesdays and Thursdays 1:15 – 3:15 Or by arrangement COURSE SYLLABUS: ESL 846 AB (32833) Conversation for Non‐Native Speakers II Spring Semester 2010 Recommended Placement: ESL 845 with credit (or appropriate skill level indicated by placement test* and other measures.) It is recommended that students enroll concurrently in an appropriate reading and writing/grammar course. *Please note that the NEW computerized ESL placement test, starting June 2008, may not place students accurately. Your course placement will be verified by an in‐class diagnostic test given the first week of class. Based on your diagnostic test results, I may strongly recommend that you take a course at a different level. Credits: 3.0 units: Credit/No‐Credit grading only Time: Mondays, Wednesdays and Fridays from 11:10 – 12:00 Classroom: Building 16, Room 240 Texts/Materials: 1. Northstar Listening and Speaking 2 by Laurie Frazier and Robin Mills, third edition (2009), published by Longman. 2. Reading and ESL Center Lab Folder (available in the bookstore) Page 7 of 20
Other materials: Notebook for notes and homework (8.5 x 11 inches) Small stapler STUDENT LEARNING OUTCOMES/OBJECTIVES: In this course, you will develop oral communication skills that you can use in conversations, group discussions, and informal presentations. You will learn American conversational ʺrules,ʺ as well as vocabulary and listening strategies for both informal and academic speaking and listening tasks. By the end of this class, you should be able to: 1) participate in a conversation with the instructor about a variety of personal topics using level‐appropriate vocabulary, grammar, and fluency; 2) listen to and demonstrate understanding of main ideas and details in a level‐
appropriate academic lecture; and 3) make a 2 – 3 minute presentation about a personal topic using level‐appropriate vocabulary, grammar, and organization, pronouncing clearly enough to be understood by an attentive listener 4) demonstrate understanding and use of vocabulary related to the topics we use in class. HOUR‐BY‐ARRANGEMENT REQUIREMENT This course has an hour‐by‐arrangement requirement. The hour by arrangement provides students with the opportunity to enrich their learning beyond class time through a number of activities and materials available in the Reading and ESL Center (18‐101) or through instructor‐monitored activities outside of the center. The Reading and ESL Center provides support for student speaking and listening needs at many levels: one‐on‐one conferences with ESL instructors and instructional aides, Conversation Circles, and pronunciation and listening activities on the computers. Instructors may also assign other activities outside the Reading and ESL Center. These supervised activities may include but are not limited to conferring with the classroom instructor, attending cultural events, viewing videos or television programs, working with classmates on specific lab activities, or interviewing a native speaker of English. DISABILITY POLICY STATEMENT: If you have a documented disability and need accommodations for this class, please see me as soon as possible or contact the Disability Resource Center (DRC) for assistance. The DRC is located in Building 16, Room 150. (650) 574‐6438; TTY (650) 574‐6230. Page 8 of 20
PLAGIARISM/CHEATING POLICY STATEMENT: Dishonesty such as cheating, plagiarism, or knowingly furnishing false information to the College and its officials is prohibited and will lead to appropriate disciplinary action. EVALUATION: Your course grade (Credit/No Credit) will be based on your performance on a variety of activities, including the following: * Homework/participation 10% * Hour‐by‐arrangement (“Lab”) work – 16 hours ‐ Quizzes based on Contemporary Topics 1 20% ‐ Various speaking/listening activities 10% * Contemporary Topics 1 exercises * Conversation Partner work * Conversation Circle * Meetings with instructors * Northstar unit quizzes 20% * Speaking projects including, but not restricted to: 20% ‐ dialogues and role‐plays ‐ individual presentations * Final exam 20% Explanation of categories Participation/homework: You will be asked to do a variety of assignments for homework, including vocabulary homework, written responses to class work, and textbook exercises. Students who are not prepared for class may lose participation points for that day. Hour‐by‐arrangement (“Lab”) work You will listen to and do exercises for 4 lectures from Contemporary Topics 1 in the Reading and ESL Center (18‐101). You will have a quiz based on the information in these lectures. You will also do a variety of other speaking and listening activities Page 9 of 20
to fulfill the hour‐by‐arrangement requirement for this class, including participating in Conversation Partner work (outside of class), participating in one Conversation Circle (at the Reading and ESL Center), and meeting with me or another instructor to practice speaking. Quizzes: At the end of each Northstar unit, we will have a graded quiz. This may be a quiz on vocabulary words and phrases, pronunciation, and/or other skills or information we have worked on in class. Speaking projects: More information about each project will be given when each project is assigned. Final exam: The final exam will be given on Wednesday, May 26 from 11:10 a.m. to 1:40 p.m. If you have a conflict with this time please come talk to me as soon as possible. MY EXPECTATIONS: • Homework must be turned in on the date due. If you must be absent, ask a classmate to turn in your homework for you and to collect handouts that are used in class that day. If you MUST turn in homework late, I will accept it as late as one week past the due date, but your grade will be lowered. • If you are absent, I expect you to call me or a classmate to find out what homework is due for the next class period. • If you have an emergency and will be absent on the day of a quiz or presentation, I expect you to call or e‐mail me BEFORE the next class meeting. If you do not do so, you may receive an ʺFʺ on that project or quiz. • If you miss more than 6 classes and do not contact me, I may drop you from the class. • Please ask questions! I believe that students learn most when they ask questions. I look forward to getting to know you! Page 10 of 20
IMPORTANT DATES: Monday, February 1 Friday, Feb. 12 Monday, Feb. 15 Tuesday, Feb. 16 Wed. March 10 Thursday, March 11 Friday, March 12 April 3 – April 9 Thursday, April 29 Wednesday, May 26 Last day to add classes Holiday (Abraham Lincoln Day) Holiday (President’s Day) Last day to withdraw without a “W” Teacher Work Day (“Flex” day) – no classes Teacher Work Day (“Flex” day) – no classes Teacher Work Day (“Flex” day) – no classes Spring Break – no classes Last day to drop with a “W” Final exam for ESL 846 ESL 846
Sobel/Spring 2010
Name ________________________
Summary of Lab Assignments for ESL 846
Purpose of Lab Assignments for ESL 846
The purpose of lab assignments for ESL 846 is to give you more opportunities to listen to and speak
English. It also gives you an opportunity to get individualized feedback on your speaking skills.
These lab assignments fulfill the weekly “Hour-by-Arrangement” requirement of this class.
To get full credit for your lab work, you must complete 16 hours of work. Keep this sheet of
paper with you until I ask you to turn it in.
Requirements for Lab Assignments
Assignments
I. Contemporary Topics
1 Lab work (exercises)
Unit 10
Unit 2
Unit 9
Unit 6
Due Dates/Quiz
Completed
Monday, Feb. 22/Quiz
Wed. Feb. 24
Monday, March 22/
Quiz Wed. March 24
Monday, April 26/Quiz
Wed. April 28
Monday, May 17/Quiz
Wed. May 19
II. Conversation Circle
or Individual Meetings
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(18-101)
Individual Meeting
Conversation Circle
Before May 14
Before May 14
III. Conversation
Partners
4 hours
4 hours
Friday, March 19
Friday, May 14
HOURS COMPLETED
ESL 846/Sobel
Spring 2010
Directions for How to do Contemporary Topics 1 Lab Work for ESL 846
1. Go to Reading and ESL Center (18-101). Bring your student I.D. with you.
2. Get your folder from the file cabinet. Write the assignment you will be working on in your folder.
3. Check in at the computer. Make sure you check in for your ESL 846 class (not a reading class or
lab-only class).
4. Take Contemporary Topics 1 from the shelf. If you need headphones, you can borrow them from
the person at the desk, but you will need to leave your ID. If possible, you should bring your own
headphones!
5. Go sit at a computer. Read the information about the unit in the book before you listen. This will
prepare you to listen to the lecture.
6. On a separate piece of paper, write the answers to “Vocabulary Preview” part A. Make sure you
read the directions carefully! Write the answer like this: “1. E. “affects” means to cause a change
in someone or something”. In other words, write the word AND the letter of the answer.
7. .Read the other information about vocabulary and taking better notes. Then read the “Before You
Listen” exercises.
8. Now, listen to the lecture on the computer. Click on the “Conversational Topics” icon, then click
on “Contemporary Topics 1.”
9. On your answer sheet, write the answers to “Listening for Main Ideas” part B, “Listening for
Details” part B, and “Using Your Notes.”
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10. Listen to the lecture as many times as you want, but you should try listening to the lecture without
stopping. If you try to listen two or three times and still don’t understand the lecture, you can
ask someone at the Center to help you slow down the lecture. There are signs posted around the
Center that explain how to slow down the lecture.
11. Return the book to the shelf; if you borrowed headphones, return them and make sure you get your
I.D. back! “Clock out” at the computer. Write the time and assignment you worked on in your
folder. Put your folder back in the correct file.
12. On the day of the lab discussion, we will discuss the lecture and answer any questions. You will
also hand in your exercises. If you do not have your exercises ready on that day, you will not
receive credit for lab work.
13. I will give you a quiz based on the information in the lab (and information from the class
discussion) during the next class period.
That's it! If you are going to miss class on the day we have lab notes due, you must treat it like any
other quiz: Call me before the next class meeting or I may give you an "F" on that quiz.
To summarize:
Each lab due date you will give me the following exercises for that unit.
1. Answers to the “Vocabulary Preview” (if you wish to write the exercises down too, that’s fine, but
I only require the words and letters of the answers.)
2. Answers to “Listening for Main Ideas”
3. Answers to “Listening for Details”
4. Answers to “Using Your Notes”
The Reading and ESL Center is located in Building 18, Room 101. The hours this semester will
be:
Monday – Thursday 10 a.m. to 6:30 p.m.
Fridays
10 a.m. to 3 p.m.
Saturdays
9 a.m. to 1 p.m.
ESL 846/Spring 2010
Sobel
Conversation Partners
Purpose:
Page 13 of 20
The most common problem many of you face in trying to improve your speaking skills is a lack of
opportunity to practice speaking English. This project will provide you a way to practice your English
and increase your confidence.
How to receive full credit for this project:
14. Find someone IN OUR CLASS who would like to be your conversation partner. The partner
MUST NOT BE ABLE TO SPEAK YOUR NATIVE LANGUAGE. You may only meet in
groups of two, not larger.
15. Decide on a time when you can meet for at least half an hour.
16. Repeat steps one and two for a total of 8 hours over the course of the semester.
17. You may meet with one person all semester to complete your project, or you may have
many different conversation partners, as long as each partner is someone who cannot
speak your native language.
18. Each time you meet with a partner, fill out the form on the back of this sheet.
19. You will receive an “A” if you complete 7 - 8 hours, “B” if you complete 6 – 6.9 hours,
“C” if you complete 5 – 5.9 hours, “D” if you complete 4 – 4.9 hours, and “F” if you
complete fewer than 3.9 hours.
You should complete 4 hours by Friday, March 19, noted on the Conversation Partners Log.
You should complete your second 4 hours by Friday, May 14, noted on the Conversation Partner
Log.
Suggested topics (but ANY topic is fine):










Where you live – what you like and don’t like about the area or your living situation (Think
about the following questions: Where do you live? Is it an apartment or a house? How many
bedrooms does it have? What do you like about your house? How do you like your
neighborhood? What is good or bad about your neighborhood?)
Your families – both here and in your native country (Who are the members of your family?
What are their ages? What do they do? What do they look like? How are you similar to or
different from them?)
Teach each other about your native countries: weather, food, politics, religion. . .
Teach each other something (some of your native language, or how to cook something, or how
to make a paper airplane!)
Good places to eat, shop, get your hair cut, go to the doctor, etc. in the Bay Area
What classes or teachers to take (or avoid!) at CSM
Politics
Hobbies: shopping, sports, etc.
Your experiences with culture shock and how you have dealt with them
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


Good and bad aspects of living in the U.S. (Are we too busy? Why? What is good about
living here? What do you miss about your native country? What don’t you miss?)
Compare educational systems (What do people study in high school? College? University?
What are the teachers like? What do students learn? How do teachers teach? What is the
strangest thing about American teachers? What do you like or not like about the American
teaching style?)
Your favorite movies, books, celebrities, etc.
Spring 2010 Tentative Course Schedule
ESL 846
Wk
1
Mon
1/18
No class – MLK Holiday
Wed
1/20 Introduction/welcome
Fri
1/22 Diagnostic
2
1/25 Begin Northstar Unit 1
1/27
1/29 Lab tour (18-101)
3
2/1
2/3
2/5
4
2/8
2/10
2/12 No class – Presidents’ Day
Holiday
5
2/15 No class – Presidents’ Day
Holiday
2/17 Northstar Unit 1 quiz
2/19 Northstar Unit 1 presentation
6
2/22 Contemporary Topics Unit
10 due date/discussion
2/24 Contemporary Topics Unit
10 quiz/Begin Northstar Unit 7
2/26
7
3/1
3/3
3/5
8
3/8
3/10
Flex Day – no class
3/12
Flex Day – no class
9
3/15
3/17 Northstar Unit 7 quiz
10
3/22 Contemporary Topics Unit 2
due date/discussion
3/24 Contemporary Topics Unit 2
quiz/Begin Northstar Unit 9
3/19 Northstar Unit 7 presentation
Conversation Partner Log due (4
hours)
3/26
11
3/29
3/31
4/2
(Spring Break begins 4/3)
12
4/12
4/14
4/16
13
4/19
4/21 Northstar Unit 9 quiz
4/23 Northstar Unit 9 presentation
14
4/26 Contemporary Topics Unit 9
due date/discussion
4/28 Contemporary Topics Unit 9
quiz/Begin Northstar Unit 10
4/30
15
5/3
5/5
5/7
16
5/10
5/12 Northstar Unit 10 quiz
5/14 Northstar Unit 10 presentation
-Conversation Partner Log due (4
hours)
-Conversation Circle must be
completed by this date
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-Individual Meeting must be
completed by this date
17
5/17 Contemporary Topics Unit 6
due date/discussion
5/19 Contemporary Topics Unit 6
quiz/Final exam review
5/21 Final exam, Part I (Listening)
(11:10 – 12:00)
18
5/24
(No classes – Final exams)
5/26
ESL 846 final exam
11:10 – 1:40
5/28
(No classes- Final exams)
ESL 846 RUBRICS for “Speaking (Conversation) SLO Skills” and “Presentation
SLO Skills”
ESL 846/Sobel
Fall 2010
Student’s Name: _______________________
SPEAKING RUBRIC
TOPIC: __________________________
List of 5 Vocabulary Items/Speaking Structures used: _______________________________
__________________________________________________________________________
Evaluation of Individual Performance
Strong
CONTENT
Addressed the speaking prompt/question
Was informative, thorough and thoughtful
COMPREHENSIBILITY/ACCURACY
(ESL 846 students may require an attentive listener)
Pronunciation
Errors:
Grammar
Errors:
Vocabulary
Errors:
COMPREHENSION/LISTENING
Answered questions (if any) appropriately
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Good
Adequate Weak
FLUENCY
Paused/used fillers appropriately most of the time
Conversed in complete sentences most of the time
Grade: ___________
ESL 846/Sobel
Fall 2010
Student’s Name: _______________________
PRESENTATION RUBRIC
TOPIC: __________________________
List of 5 Vocabulary Items/Speaking Structures used: _______________________________
__________________________________________________________________________
Evaluation of Individual Performance
Strong
CONTENT
Addressed the prompt
Was informative, thorough and thoughtful
Was well organized
COMPREHENSIBILITY/ACCURACY
(ESL 846 students may require an attentive listener)
Pronunciation
Errors:
Grammar
Errors:
Vocabulary
Errors:
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Good
Adequate Weak
DELIVERY
Eye contact
Volume
Pacing (Speed)
Body Language
FLUENCY
Paused/used fillers appropriately most of the time
Spoke in complete sentences most of the time
Grade: ___________
LISTENING AND SPEAKING POINTS COVERED IN
ESL CLASSES AT CSM
ESL
LEVEL
SPEAKING
ESL 845
High-beginning level skills in:
 Vocabulary (e.g. — personal and school
topics)
 Pronunciation (e.g. — stress, intonation,
pause, basic consonants, vowels)
 Language Functions/Grammar (e.g. —
greetings and farewells, asking and
answering questions, food and meals,
ordering from a menu, small talk, making
appointments, leaving phone mail
messages, health information, asking
questions, simple and progressive, present
and past, “be,” adjectives and adverbs)
 Giving Presentations (e.g. — basic
delivery skills, personal topics, 1-2
minutes)
Low-intermediate level skills in:
 Vocabulary (e.g. — interests, past
experiences, future goals; favorite movies,
books, activities; past, present, and future
educational experiences/goals; culture
shock)
 Pronunciation (e.g. — stress, intonation,
ESL 846
LISTENING
Page 18 of 20
High-beginning level skills in:
 Conversational Listening (e.g. —
personal and school topics, such as
American classroom rules and
behaviors, phone mail messages;
understanding main ideas and
details)
 Recognizing/Interpreting
Nonverbal Clues (e.g. — pitch,
tone)
Low-intermediate level skills in:
 Conversational Listening (e.g. —
personal and academic topics,
reductions, formal and informal
language)
 Academic Listening (e.g. — short,
academic lecture of 5-10 minutes;


troublesome
consonants/clusters/diphthongs)
Language Functions/Grammar (e.g. —
self introductions, rephrasing questions,
asking for clarification, asking for and
giving directions, opinions, agreement
and disagreement, giving suggestions,
asking questions, some verb tenses,
adjectives and adverbs)
Giving Presentations (e.g. — basic
delivery skills, personal topics, 3-4
minutes)
Page 19 of 20

repeated listening; identifying main
ideas and details; note-taking)
Recognizing/Interpreting
Nonverbal Clues (e.g. — pitch,
tone)
ESL
LEVEL
SPEAKING
ESL 847
High-intermediate level skills in:
 Vocabulary (e.g. — personal, social,
school-related topics and idiomatic
expressions)
 Pronunciation (e.g. — stress, pitch,
intonation, troublesome
consonants/clusters/diphthongs, word
endings: -ed, -s endings, etc.)
 Language Functions/Grammar (e.g. —
maintaining conversations: asking and
answering questions, giving suggestions,
stating opinions, giving reasons,
apologizing, expressing sympathy,
concern or annoyance, interrupting
politely, requesting clarification or
repetition, asking about alternatives,
concluding conversations, using fillers
(um, well, gee, oh…) and/or using some
phrasal or passive verbs
 Giving Presentations (e.g. — delivery
skills, variety of topics)
Advanced level skills in:
 Vocabulary (e.g. — personal, social,
school-related and current/controversial
topics, idiomatic expressions)
 Pronunciation (e.g. — stress, pitch,
intonation, troublesome
consonants/clusters/diphthongs, word
endings: -ed, -s endings, etc.)
 Language Functions/Grammar (e.g. —
maintaining conversations: asking and
answering questions, giving suggestions,
stating opinions and priorities, giving
reasons, apologizing, discussing pros and
cons, interrupting politely, expressing
concern, requesting clarification or
repetition, asking about alternatives;
paraphrasing and summarizing;
concluding; some verbs, clauses, reported
speech, transitions)
 Giving Presentations (e.g. — delivery
skills, variety of topics, debates, 3-5
minutes or longer)
ESL 848
LISTENING
Page 20 of 20
High-intermediate level skills in:
 Conversational Listening (e.g. —
personal, social, and/or schoolrelated topics; understanding main
ideas and details; reductions,
linking, formal and informal
language)
 Academic Listening (e.g. —
academic lecture of 5-10 minutes;
repeated listening; identifying main
ideas and details; note-taking)
 Recognizing/Interpreting
Nonverbal Clues (e.g. — stress,
pitch, intonation in words and
sentences)
Advanced level skills in:
 Conversational Listening (e.g. —
personal, social, school-related and
current/controversial topics;
understanding main ideas and
details; reductions, linking, formal
and informal language)
 Academic Listening (e.g. —
listening to an academic lecture of 815 minutes; repeated listening;
identifying main ideas and details;
note-taking)
 Recognizing/Interpreting
Nonverbal Clues (e.g. — sentence,
word and contrastive stress)